Special Board Meeting - August 4, 2025 - Special Board Meeting 5:30pm

001Texas. All right, we're going to go ahead and move to agenda item number four, the presentation reports, action items. 4 A is the governance team board is the superintendent team building training development strategic round table. Uh Dr. Gibson, Miss Moore, and Miss Garcia, >> you may get started, Kim. Y >> the we'll be referencing the document top 10 list for maximizing meetings and again I I guess everybody heard but I intended to be there and tried to be there in person but the weather had a different uh idea tonight. So we'll do this as best we can through a hybrid format. But one um just you guys are embarking on what we've called and what I've sat in your boardroom and talked about is performance management. And the bit one of the main components of

002performance management is that the tactical team and y'all remember strategic team board tactical team administrators operational team frontline workers and staff members um that the strategic and the tactical team members really work on um best practices just on meetings. And I know y'all been to workshops and you've probably been to TASBY and things like that and gone to workshops on good meetings, but I wanted to run through 10 uh best practices real quickly. And Miss Moore, let me double check. There's about a 15 minute off the top here. Is that just to have this conversation? Is that kind of what y'all are thinking? >> Uh however long it take. Let me I tell you what, let me this uh one pager or two page one front and back. I'm going to this could be a

003workshop in and of itself. I am not going to treat it as such tonight. It's really just background information for the meeting that's at hand tonight. So, uh, with y'all's permission, I'm just going to run into the, uh, run into this top 10 list, and I'm going to pause after each one and see if there's a question, but the this is basically pulled from Harvard Business School. Some of it is around schoolboard meetings. Most of it is just around board meetings in general. So, that might be profit, >> profit. Um, >> excuse me, Mr. I mean, Dr. Gibson. Uh, let the record show that Miss Bella is here virtually at 5:35 p.m. >> Yes, ma'am. I was waiting on that. I assume that was about to happen. I knew you weren't going to miss that.

004Um, so again, I'm going to run through these real quickly, but just when we talk when we think about meetings in general, there's a 10. These are some of the rules that are out there. But 10 10 it's best to listen and not speak. But if I do speak, what will my words sound like in 10 minutes? What will they sound like in 10 weeks? And what will they sound like in 10 years? Then the and again I'm just going to kind of tick these off. Any every one of them could warrant some discussion, but let me I'll just tick them off. the 40 204 40 rule. Most meetings should be 40% preparation, 40% followup, and then 20% is act the actual meeting. And then there's two 8020 rules. The first 8020 rule is that

00580% of the conversation should be strategic and 20% tactical andor operational. meaning you keep always stay focused on the big picture especially in board meetings. And then the 8020 rule which is the Pareto also known as the Pareto principle that 80% of the desired results in any organization come from 20% of the actions. And so the key is that we focus our attention and our discussion on the 20% of actions that get the desired results. Uh, the fifth one I thought was kind of a joke, but it turns out it's not. Jeff Bezos from Amazon had a two pizza rule, and he said that any working meeting should be no larger than what two pizzas could feed. And any anything larger than that is not a working meeting. So, in other words, if you get

006too many people, and I don't know if you'll have pizza tonight, and I don't know if there's more than two pizzas, but >> I I kind of like the Jeff Bezos rule, but he he was dead serious about that. He had a two pizza rule for meetings, and I guess it worked out for him. Um, number six, the four Ps of meeting etiquette. Preparation or read ahead, punctuality, 10 minutes early is on time, phones down, only monitor, face down on the table, non silent, and then purpose, clear agenda with estimated time allotments. We can talk about any of those here in just a little bit. And then the seventh one is one that you know over 25 years as a superintendent with over 750 board meetings. I had to like really work on my body

007language. Um then we actually started recording uh one right when the video thing started. We decided that we needed to go back and watch as a team of eight the board meetings and watch kind of how we came off from the lens of kind of what I'm looking at right now through the camera rather rather than at the meeting itself. And we found that really helpful for us. Um, I love some of these things that came out in this. There was a quote that I love. If the leaders sneeze, the organization gets a cold. I mean, that's meant to be kind of funny, but the tone can be set for the whole district if not the whole community by board schoolboard meetings. And the 7C is just something that I really had to think about

008as a superintendent that good and bad behavior is mimicked, you know, by those that observe. So if teachers, not in your district, but in a district, if teachers see, you know, that the board and the tactical team, you know, kind of get sideways at meetings, then that means that it's okay for them when they're in meetings, you know, to get sideways with their colleagues. But anyway, we can talk more about that one in a little bit. And u then the rule number eight or top 10 list number eight your attire >> how you dress um really sets the tone u for a meeting and I don't the world is getting a lot more casual as you all well know uh just in just in general and so we see a lot of um especially where

009you guys are in the coastal bin every once in a while I'll be at a board meeting and someone will and I get it sometimes people are coming from work and they run a restaurant and they're wearing what are you know shorts and flipflops on the coastal bin you know but it's kind of hard to think about it as a business meeting when we have that kind of dress and then I know you guys have been working on this u I think I see a typo Kim I tried to prove this about 10 more times but uh I know y'all been working on clarity on the agenda these are some of the best practices that I found just be clear when an item isformational and when an item is actionable and then designate the times

010when feedback can and should be received. And then be clear about the tool that you're going to use for feedback. One of my favorites is uh to ask for strengths and wonderings. You'll probably heard me to say that. What are the strengths of what you heard and what are you wondering? And then uh right now there's about a 7second is about the standard amount of time wait time. It used to be 20 seconds. Um it's been it's been decreasing but about 7 seconds is accepted right now um as a rule for waiting for feedback. So you'll see sometimes at meetings people will say any questions none good. you know and that's not really you should say are there any questions thousand one thousand2 thousand3 I mean there should you should wait about seven seconds and

011then generally speaking silence means agreement and then that number that 9F I think is really important and I think you all have done a good job with this I don't know for sure and we can talk about it but is there a runway for action items I know one of the things that really frustrates board members that I speak to all around the state is this feeling that something is put on the agenda and it's an action item and the board members feel unprepared and so can you give the board plenty of time like put it as a discussion item one month and an action item the following month and then answer questions for the 30 days in between. So then uh continuing on and then I'll practice my weight time in just a second.

012Let me cover the number 10. Um what we're seeing right now all over the country and then in Texas as well and I don't know exactly what the cause is and it's probably just um everybody seeing the worst of every meeting on social media. I think the term is doomcrolling, you know, and we just see all these behaviors and then we think that we need to maybe mimic those. But the school board meeting arguably is like one of the uh most important pieces of democracy I firmly believe in this country and because it's really close to where u the actual uh where the students are and where the staff is and where the taxpayers are and it's not in Austin and it's not in Washington DC and so you're really right where the people that

013we work with are so decorum and civility in appearance and language is really important. I put some of the ABCs of decorum and civility there. Proper, polite, respectable. Um, decorum signifies respect and consideration. We're trying to build trust, build relationships, enhance productivity, and then do we have harmony between the strategic team and the tactical team? And this doesn't mean that everything's a seven no vote. And it doesn't mean that everybody has to, you know, get in line and not ask good questions. That's not what it means at all. It's just the manner in which uh we ask questions and and we work together on our goals and our target outcomes. So I put a reminder there for Robert's rules of order also in here. And I'm going to tell you, I don't mind telling you.

014I I in 25 years as a superintendent, I just don't feel like we I ever led effectively with Robert's rules. And I don't know if y'all Let me ask you a question. Do you generally try to follow Robert's rules? >> I'm counting to seven. I think we do for the most part. >> We try. >> Yeah. the it's so hard and I I I remember as a high school senior FF I was the FFA president and I went to a board meeting and my dad was a board member and I remember I got in trouble for it but I told my dad that they didn't know how to do Robert's rules of order correctly you as an FFA kid you know at 18 years old telling my dad the school board member. Y'all don't know

015what you're doing. Um, he didn't take that very well. Um, but I and Kim, I left I sent a like simplified version of it. You might point that out to everyone. >> Yeah. >> Because it's not it, you know, everybody, well, not everybody. A lot of boards say we use Robert rules of orders, but then they really don't. And I'm not saying you guys, I'm just saying in general. And I just the more and more I think about it, the more I think that it might be good for us all. Not tonight, but just do a refresher in the basic Robert's rules. And Kim, I think there's a chart in that handout. >> Is there a chart in there? It's like >> cheat. >> Yeah. If what I my recommendation if this is something not

016again not tonight but if it's something that you all are thinking about you know I hear like there's this little book that everybody puts up there on the dis and it's Robert's rules of order and it's like 200 pages long that to me that's too much if you're having to look up like in the dictionary like that's too much but some that chart I really like that chart where you're just generally trying to follow those steps when a motion is Because I mean the whole point with it was to try to help people not talk over each other, control the flow of the meeting, make sure everyone has an opportunity to speak. It's all about courtesy and respect. Um, and I mean at the end of the day, it's parliamentary procedure, making sure that it's

017proper motions and points of order, etc. So, let me I might I'm going to just pause for a second and just see any thoughts from any of the trustees on Robert's rules of order. >> I think I'm pretty weak in parliamentary procedures. We don't do like stuff like that and maybe we don't know or I don't know when to use it. Uh we might have a topic that we go down a rabbit trail and the whole board goes down that rabbit trail. So, we need to cut that off. It might not be part of the agenda or so. >> We get off a lot. Yeah. How do we what do we say in the situation like that? Yeah, that's a really really good and I the the my recollection is that the functionality to avoid

018or get out a backtrack from rabbit trails is for a member to call the question meaning you know we've already talked like and we're in a loop and so I'm I'm proposing that we just call the question >> and that needs a second. >> Yes, sir. That's exactly right. and then another person says yes, I second that we call the question because what you're doing then is the group is saying okay everybody's talked and we're in a loop you know like let's let's try and so in as a board member instead of me having to say stop talking about it you know or whatever I can just say I call the question >> we have these notes here and maybe like having examples of those situations could help us what what to say >> I

019think that's Sorry I cut you off. >> Just some cheat sheet. I mean some cheat notes on what this really looks like in real life. >> I I don't have any formal training on all the Robert's rules. >> That's I think that's where I >> when Kim I think they're actually that group that I pulled heavily from they do some online training that's really good. It's not us, but I mean like I use them to help me with Robert's rules to remember. But anyway, I can follow up with Miss Moore. And I again I I love the example you gave because that when we're trying to work on decorum um you know if we have a tool to say I called a question which means I think we've talked enough >> more professional and and

020we know what it means and we know okay this is this is where we got to stop that there's a there's a way out or something >> right and I one of the things that the last board I was with, they we and we put it in board operating guidelines and it was called the Elmo protocol and it's kind of like this called a question but Elmo E L M O and when we when any member felt like that um we were in like a loop you know that we couldn't get out of um one member could say I propose Elmo and if another member said I agree Then it stopped and and Elmo was enough. Let's move on. That's what Elmo stood for. >> Senator, let's move on. >> Some a board of had

021a little animal and they would pass it down to that board member. They already knew what it meant. Okay, >> we beat this topic to death and it's time to move on and vote or take action on it. So, >> she was on that. >> It's not like her brother's not doing her job. is that sometimes they bring in a conversation that happened three words ago and they bring it to us again. So it takes the topic away from we really need to focus on what we brought to hand right >> and a lot of time we want to interject what our experiences were also that starts to drag >> as well. >> Absolutely. I mean, it's it's so easy. And I I know y'all I've told y'all, but I was when I was superintendent

022in church, I wound up on the teacher retirement board and everything that I wanted board members in SCU to practice. I I get on the board at teacher retirement system and you know, the first two meetings I'm not doing it. And I had to like wake up like, wait a minute, I'm I'm getting us in the ra the rabbit holes. I'm the one that's causing that. So, I've got to I've got to work work on that. I think I think it's just whether it's Robert's rules of order or establishing some like Elmo protocols in your board operating guidelines or whatever it is. And I I apologize. I didn't catch you said it, but the trustee that just said, you know, be clear with each other that, you know, we we have a lot of things

023on the agenda tonight. We don't have enough time, you know, to stay on this one this long. Just to be able to say that I and and no one get mad. That's so important, you know, just to be able to say that. And maybe we I know when we're on not board meetings, but when we're on meetings on Zoom primarily with Mo Casey, we've got a pretty good rule that if if it's just two people that need to talk and there's 15 people on the Zoom that anybody can say, can the two of y'all just take that offline? you know, meaning can the two of y'all have that conversation not here in front of all of us so that we can get everybody, you know, off this Zoom and get them on to their date?

024And we just kind of reached that agreement and and it it could it would run the risk of upsetting someone, but we a we set it up front that we don't need to get our feelings hurt when someone says, "Can you all just take that offline?" Like, don't take it personal. Just say, "Yep, we we got it." And that's another way for the group to kind of say Elmo. >> Well, Greg, I I know like when we do leadership meetings, for the most part, we stick to a time, you know. Um, and it just kind of depends. I mean, sometimes we're super strict about like we do a rough like we think this is going to happen at this time, but we know if something gets a little bit longer, then something else got to

025get a little bit shorter, you know? And are there boards that do that? >> Yeah, I think what the two things come to mind. One of them was back in one of those top 10. Um, and this takes this takes time and I I I hated it, but I learned to just do it over 25 years. Put an estimated time aotment on the agenda because sometimes I think we okay, we need to do that, we need to do that, we need to do that. And then you start then you realize, wait a minute, if we do 15 minutes per item, we're going to be here until midnight. And then if one of those goes more than 15 minutes and so I think estimate the time aotment and then that way at the meeting it's easier

026for the board president especially to know you know we're a little bit behind schedule if that makes sense. you like we that was a little like you could ma'am you could stop everyone I mean like at the end of an item you could say you know we're about 20 minutes behind our projected schedule so we're going to have to tighten it up for you right and the last board president I had would occasionally if we got behind for some reason he would ask the board to move an item that he felt like was really important that was going to that potentially getting pushed to 10 p.m. He would ask for it to be moved up on the agenda to be addressed earlier in the meeting, but he only knew that because we were behind schedule

027and but then he would ask permission. Is everybody okay with moving that item up? Because I just think we need to do that. we got a little behind because we were talking about these other things and and I just think we need to be fresh when we the discussion around that I don't know $200 million high school or whatever you know something like that >> what else >> yeah we've done that before some items because of the importance or because we don't want them the people that are here and present to wait to present Right. But I'm thinking I mean I don't know. I'm just asking what you're thinking. I know there's just tension. We want to make sure everyone has a voice, but to kind of But sometimes I do think it happens towards

028the end. We get tired and so sometimes >> yeah that if we just recruit >> well I don't know. Let's just say we're the goal is for this meeting to be three. Maybe this means tonight it's going to be three hours because that's much time we have, you know, but in general to say, okay, we're gonna amount of time, maybe a 30 minute buffer, you know, something like that. It's not like we have to required to stay here for whether it's three hours or, you know, whatever we kind of decide. Um, >> it works if we come prepared. over not only that but leave a lot of stuff because it's like Ma said we did discuss that last time why we you know she's bringing it up again we would have read your package or

029you would have gone remember what we talked about we wouldn't be saying the same thing over and over >> yeah is pretty good >> no she is she's the one that says it to the same people >> we do have to read our packets >> we do because u I don't want to do it. But uh in the future, I did tell Diane, >> she can tell who's opened up their packet on their tablet. >> Some of us opened it up and uh I think we asked those questions and they're literally already there. >> So yeah, >> you ask in the packet. >> Yeah. And because they do so well about putting a packet together and if you study your packet you won't have to ask those questions. >> Exactly. Exactly. So that takes time

030and >> you know nobody wants to call anybody out but you know >> No, I can understand like when we hit the memorandum from understanding with uh the head it was like 100 pages. >> Oh yeah. >> You can just hit the highlight. But I think but that's why you know when I like when I told Miss Aldo I want the bullets on there as far as the cell phone give me the highlights and yeah I mean or you know good night >> good night reading then you can go ahead and read the whole packet but we do need we do need those those bullets right off this these are the important parts but if you want to get the whole thing in which you should u go ahead and go through it. But it's

031it's critical that we open up our packets. A lot of reading. >> I know I'm looking at the overview document for tonight's meeting. Is that what you're talking about? The those are those bullet points. >> Yes. >> Yeah. See, I when I look at that, that's great because I get a good feel for and in the military that's called the bluff document. bottom line up front. So, put put the bluff right up front. And for some trustees, you know, at the very minimum, I think what you're saying, Madame President, is you must at least have read all the bluffs for every item that's on here, if not, you know, and then if you have a question, dig into the but and then that's extra work on the administrative team, but I think it's prudent and

032I think it lines up with being prepared, helping the board be prepared. And I remember on TRS, Kim, I I learned after two or three meetings, I had to take Friday off prior to the TRS board meeting the next week to read the there were four or 5,000 pages in these documents. And so anyway, I literally had to read them Friday, Saturday, and Sunday. >> Say the will of the board. So that kind of helps a little bit. Yeah, >> I think the tension is people don't want to ever feel like they're silencing somebody else. But I think if it's if you have further questions, you're welcome to meet with you know me or if we have further questions, we can always bring this up at a future board meeting, >> you know, something like

033that. So, if I if I was there in person, I don't know how to uh facilitate this now, but what I was going to ask is everybody to hand me on a sticky note pad where so like look at the little exercise at the end of the two-pager that I sent. So if you did on a scale of one to 10, one being the lowest, a chaotic meeting, and then 10 being the highest, high levels of harmony and productivity. And Miss Moore and Madam President, I I don't know if y'all want to like self-report or if you want to text me your number and I'll do the average. I'm okay with that. Also, >> environment collected. Yeah. I'll stick the environment collector. Byron's our technology. >> Yeah. Just so on a on a on a

034sticky note and then we'll get Byron to give us the average. >> Just does that does it make sense? And I mean everybody that's there, the tactical team and the strategic team and here here's the thing. Well, I tell you what I'm gonna I'll Miss Moore I'll talk about this while Byron's just getting the average. But I want I'll stress why we're doing what we're doing. Okay. But if so I want to make sure everybody understands one is the lowest 10 is the highest >> board meetings on a scale of one to 10. So one would be in terms of productivity our board meetings. >> So one would be they're completely chaotic and unproductive. 10 would be like total harmony and productivity. >> So the higher the number the better. Okay. >> So we're just

035the number >> just your right and we're not reporting not running your name or anything like that. Byron's not decipher handwriting or anything like that. >> Match it up. >> Byron doesn't even understand handwriting. He's a tech guy. Oh, yeah. I thought it was all of us. >> Yeah. everybody, the tactical team leaders and the strategic team, and then the two trustees, if y'all don't mind, we y'all will just hear the average of those that are there if y'all are okay with that. Okay. >> And you can contest the average if if you want. And Byron, just a simple mean mean is good. Do it on the calculator on your phone. >> I bet you can do it. >> Yeah, he probably do it. So the thing So one of the reasons there's two there's

036two things and this is kind of the wrap up to this intro. the if you're you're moving into performance management and um th this this is a best practice. What you are embarking on is a best practice. If we have habits that we've created from past board meetings for past reasons, this is a really good time to say, let's see where we think we are and then we have to really double down on this harmony in the meetings or or these and I'm just going to say it like it is and not beat around the bush like these strategic roundts won't work without harmony. I'm just going to say it. there's and I don't want you all to get in a loop of something that's a best practice that you're trying and I'm proud of

037you for trying and not just trying like you're implementing you're executing on this but I I also want to caution you because I have the chance to work with a lot of board meetings and you know every night three nights a week basically and I I just see where it breaks down and if if if we don't uh put together some norms and you can see the little chart that I have on here. How can the board support the administration team to get to 10? And then the same question for the administration team. How can the administration team support the board? And just getting clarity. >> Um we've already got our average burns fast 5.5 with a range from three to eight. And so I think that's really helpful. Thank you Baron for doing that

038and especially so quickly. So we're you know it's not it's not chaotic but it's al we but also you know there's 50% or 45% of the available space to be better. And so, Miss Moore and Madam President, and I would pitch it to the whole group, when you think about this, how can the board support the administrative team? And then, how can the administrative team support the board? We're trying to get that 4.5%. Like, what do we need to do to make these our meetings more harmonious and productive? Both ways >> do better. What can we do better? >> Right. Both ways, right? This conversation. >> Let me if I board members, if it's okay, let me I'm going to say one that I hear from boards all over the state and then that to

039maybe get the ball rolling and then you all can tell me if you agree with it or not. Is that fair? So when when we're in when we're in roundt format, the board needs to know what time it is, not how to make a watch. So in other words, it needs to be more data driven. We need to look at the checkpoint numbers. Maybe we get down in the weeds because the administrative team takes us down in the weeds. I don't know. I'm seeing that around the state. That's what they want. >> No, I'm saying that's what I'm hearing boards say that that we just we need to know. Um high level, give us the data. Don't tell us. We get so much information that we can't even keep it straight in our heads. Board

040members are saying that around the state like we need it to be more data driven. Uh the reports to be more data driven. I'm just saying that's what I'm hearing around the state. >> Okay. I guess I'm confused. So more data driven rather than >> Yeah. If you think if you think the way I like to think of it and I had a board member in SC say this to you that's why I'm repeating it because I I was this way. He he said look at these strategic roundts we need to know what time it is. We don't need to know how to make a watch. Like as a board member, we need to know the score. >> We need to know are we winning or losing, not how we got to that number, >>

041just more data driven. >> I think like with our priority reports, we've been giving data every month >> with trustees. What I'm asking is >> And then a lot of times I get I think we fall into the trap. How do we get there as board members? >> Well, actually I think >> I think we start digging into the weeds >> with the weeds of the past. So that mean >> sometimes well I guess to me I think the least productive thing is when we say well this this particular student 12 10 years ago graduated he wasn't able to read you know and we're saying this at a board meeting which you know is particularly helpful rather than here's the data what are we going to do >> is it more that we're looking for

042the defects or the looking for aha This is instead of looking at the overall picture, look at all the things we did right except for we nag on the thing that went wrong. >> Yeah, I'm sorry. Go ahead. >> On the things that go wrong instead of the overall. We might get stuck on one thing that didn't go right and we don't fail to look at the overall picture, but in general, we did all this all this good. So if if Well, I'm sorry. Go ahead. Somebody speaking. >> Yeah. Well, I'm just I feel like we try to be transparent and then um a lot of times I feel like some I feel that our words aren't believed. And I think that's the hardest part to me. the hardest part when we say something um

043we're asked a question and then our words may not be somehow we're in a loop over being put on a defensive and I guess I don't know how do we get out of that I I don't you know >> well let me let me on the I'm not trying to you guys are going to have to put whatever you want to go in these boxes but let me tell you just reflect a couple of things I heard maybe how the board can support the administration I think Sarah you were saying don't get stuck in a loop like hear the explanation and then reach consensus and move on and don't get stuck there so long. Is that fair to say? >> There's times when that happens and there's times where the reads moved right along and

044then there's topics where we just get buckled down and the meetings get long. It's gotten better. It's got it's gotten better. And so how how can you reframe that in how can the board support the administration? Like how can you write that into a statement for the board? Well, number one, I think, and I'm the only one speaking, you got a trump repair because they put a lot of data into that packing and it's pretty used to be pretty thick when it was paper >> and there's more than 100 200 pages sometimes and we've got a short amount of time to go through all that information and y'all put all that information in there for us. But remember we've asked for all the information for it to ask for that we should honor them by

045well not honor them but at least they took the time to give us all that data we should take the time to go through all for the majority of >> and I think what Miss said what's important >> that's fine >> that would be more details and then more information then we can ask have information on this particular >> and a lot of time they may be in that four package and if it's not then that's when we need to reach out to y'all and say >> can we have this in meeting or maybe after the meeting and I don't think we do that >> well my computer is not charging >> one recommendation that I make to is to meet with every board member at least once every month month and a half to

046see where we're at what are our concerns Well, when I when I get my package, I'm I'm pretty thorough in reading it. So, when I come to the board meeting, >> I have got the full picture of what what they're uh trying to convey to us. And uh we have a lot of reading and I think the problem is that we're just not taking the time to really sit there and read it like that they give us is is really good and detailed. So when I read it I can walk away knowing exactly what's going on. you know some concern before then I'll you know try to come and have a conversation but you know sometimes when we there when you don't meet your package either but you know it it starts to get a

047little out of control >> when when you have all the data >> right there pretty much in front of you know if you read your packet >> so I When I don't repack it, I don't say anything. But what I do kind of is look at all the the flaws what they read and I was able to do that. >> But um my computer I need to bring it to blind. >> Kim, can I I want to ask a question. when like in the in the regular board meeting packet this wonderful sheet that I got for tonight's meeting. Do you do you have like a cover page for each section that might >> we call a board summary that we do a summary a pretty detailed summary sheet for every agenda. >> Okay. So here's

048my question. That's what I thought and that's wonderful and that's a best practice. Do do you or could you uh pull all the summary pages out as a separate document? Do you see they're they're in the packet >> hidden? >> Well, that's kind of what I mean when y'all are doing the voting. It's kind of like that, isn't it? That >> they have Diane gives the secretary and I think the president gets something that shows like that. That's what helps me when so >> okay that's is that could that be helpful to all the trustees to like read the summary packet from beginning to end first and then like I know everything that's going to >> right and all you're not creating more work I don't think you're just pulling those one pagers out and

049putting them in a separate document where you can just if I if nothing else if I read that whole packet how long might that be 20 pages >> something like that >> yeah so if I read those 20 pages, I know what's going to happen. >> And it's neat because when you bring it into here, I'm able to look at >> let's say what we're talking about. >> Yeah. But you get because you're the secretary. Uh I don't think we need to have Diane reinvent the wheel. They're there. Those summary pages are there. Pull them out if you need to pull them out. It's as simple as that. Maybe not pull them out because we are all in a computer, but I don't want to go back to where, oh, now, Miss Moore, you're going

050to have to make a copy of the summary pages for all the board members to read just because you don't want to open up your computer. You got to open up the computer, read it from there. Um, pull those pages out to Word, whatever. Copy and paste. Okay, here I have all the summary pages. I don't want to go back to making copies. Are you saying electronically, Greg, or just >> No, I was thinking electronically where all like I'm just pulling page one, page 8, page 12, page 15, page 18. You know, I'm pulling those out and then just making a separate electronic document that just has the summary pages in one spot. Well, because the way Diane has it set up is because those summary pages are there, but all the documentation supporting those

051summary pages are right behind it so that it's easily for that board member. Oh, here I read the summary page and here's all the supporting documents which is lengthier. Uh, >> but the summary page is there, >> right? And just to be clear, this is not meant to replace that. It's just because I think that's great. And if I was a board member, I would want to have the summary page and I'd want to have all the stuff right behind it. But it also might be helpful for me just to read all the I'm going to sit down at lunch today on a Friday. I got a cup of coffee and I'm gonna read all I'm gonna just read all the summary pages, you know, then I know everything that's happening at the board meeting.

052That's just a thought. Miss Moore, is that how labor intensive is that? then you just start. I don't think >> just fine. It shouldn't >> Well, it's just with like Adobe uh you can there's a you know the organized tool and you can just click on those racted. Yeah. >> Okay. That's what I thought like so you can do it with keystrokes and just make that summary. So what I wrote down three things uh for the board to support the administration. Come prepared. Read ahead. Don't bog down on items. Uh, and then I, Miss Moore, I heard uh, superintendent I want to make sure the board is in agreement. Try to do one ones once a month. Is that Did I hear that? Let me go back to that. >> Well, the she has an

053open door policy. Everybody knows she can come in at any time. I mean, I think we made that very clear when we hired this board that you need to have an open door policy. you know, this board expects that we we want to be able to come in and talk to you. I mean, not not every single day and maybe not every single week, but she does make herself available. >> So, is it more then of a if you have a question, contact Miss Moore ahead of time. Don't spring it on her at the board meeting. Is that more of what we're saying? >> Exactly. We've talked about that where if you pretty much have detailed questions that you want answered that you didn't see in the board packet, then you need to pick up

054the phone. I mean, that's that's one of the reasons why we don't have the what do you call them, Miss Mendes? The financial expenditures, the monthly report, >> because we used to have that in the consent agenda. And if you wanted to ask questions, you know, you you could have a list of questions. And now we've we we're sending that out earlier, right? >> A week on the week Monday ahead. The payment of bills. >> We're the payment of we're sending that out early. If you have questions, please contact Miss Moore. Please contact Miss Bendis so we don't get bogged down in the meeting. Uh it wasn't well liked by everybody, but I think it worked. But it works. >> It works. It works because uh >> it can mean the difference between 15 to

05530 minutes just going through that. >> But I also have to say that if you're here as a as a board member and you might stay late for a meeting, you need to be prepared for that also. or you shouldn't be running for the board to say I want to be out of our board meeting by 7 or 8:00. That's not always going to happen. I mean, Shirley can attest to the fact we've been on the board for she's been on the board for over 25 years. I've been on the board for 25 years. No, very rarely have we gotten out by 7 o'clock. And that's not to say that, oh, now our board meetings last till 11 or 1:00, but they used to. like baking sugar. I'm just saying if if you if you

056don't want that if you know I don't think you should be a board member and I I certainly don't want to be staying here past 10:00 but if it happens it happens and we need to be prepared for that to me then you have no business being a board member if you expect to be out of here by seven or six o'clock or whatever it's not going to come >> just for I I love what you're saying and for frame of reference those TRS board meetings were two days two eight hour days so it's 16 hour total I'm going to tell you on day two about 3 in the afternoon there not enough coffee on earth you know to like I would just you know like doing this but >> but to your point that

057I knew that when I put my name in you know I knew they were I knew that I mean there were two day meetings eight hour two eight hour days so the the uh I now I made one on how administration team can support the board and we're going to call that just make a summary page packet as a separate electronic document that's right that's one way the administrative team can support the board are there other ways the administration team can support the board to get from a 5.5 to a Yeah, >> I'm going to put it like it is. We have one board member that I say that's not very professional on the board and her choice of words don't always come out in a in a nice nice way. And I think that's

058that's is distraction with the board uh and with the administrators, you know, because and uh that's the problem that I have, you know, and uh we're here to be professionals, set examples for our children, and and support our staff. if you have some concerns, we can we can talk about it in a nice way. But, uh, that that's the that's the concern that I have. And then to get up and walk out of a meeting when you're not satisfied, we just don't have that unity. The unity is not there. >> A lot better though. >> Yeah. It's Yeah, but it still has it still needs to be improved. I think if there's agreement to I mean that number 10 on our worksheet you know is decorum and civility and I think m Jordan you're in

059you're talking about that right like that number 10 >> yeah and I I think it's if that's a concern of the board members that are present tonight to put that in this chart so be professional and civil at all times I think that needs to go in this chart and I y'all remind me do you have board operating procedures or a good governance handbook? >> Yeah, that's what next thing on the agenda. >> Oh, okay. Well, I this chart I think we work on this chart that's on this handout and you adopt it as part of the good governance handbook as expectations. Here's how the board supports the administration team and here's how the administration team supports the board. Miss Jordan, I think we put that we maintain professionalism and civil and courteous behavior at

060all times. Just put it in there. Put it in. put it on the chart because you're saying that's a distraction potentially and is the place where the meeting can kind of unravel a little bit. Is that what I'm hearing? >> Yes. And that's why we can't get to a team. >> Right. >> Yeah. >> So I And Kim, I'm taking notes. I'll build this chart first draft. So we don't have to do it tonight, but I'll build the first draft of the chart. But that's I added maintain professionalism, civility and decorum at all times. What else for um administrators supporting the board? The administrators are there and I I mean your top administrators are sitting right there and >> they want to >> board members. How can the administrators best support you? I think they

061give us all the information we ask to get >> and they support us. >> They're very supportive. >> When we ask for something, they bring it to us. >> They're very supportive of addressing whatever the concern is or of the question. They they b they support the board. >> When we ask a certain particular way that we want it, they they revise it for us. >> Yeah. What? Let me I'm going to flip this then and while we're building this chart then let's describe what is helpful to the board. And what I'm hearing is quick response to questions. I'm hearing that right. And we'll just put it in the chart that the way the administrative team supports the board is quick response to question. >> The open door policy that this has >> Okay. Thank

062you. They they do a lot of clarification for us if we have a question >> and then our president and our superintendent have that communication where if we need something we can go to Miss let Miss Moore know so we have that that open communication too as well. >> Very good. >> Yeah. Miss Moore and I do sit down for the agenda meeting uh to go over the whole agenda and I have to say they are very uh I do remind us and not that she's not but you need to be transparent when you show that data to the board members and have that data ready to where if and when they do question it you're ready to know the answer. But even before Dr. Thomas Moore and uh to have that data prepared so

063that you can look at it, oh my question is answered. It's not going to happen all the time, but be ready for it. Uh Rhonda has made uh tweaks, adjustments. Maybe she doesn't, >> but she's quick about it. She does it right there during our agenda meeting. Is this how you'd like it so that it's better presented to the board? And yes, that's that's exactly what we want. Uh, you know, I think I know the board good enough to know uh that's what they want. Uh, I know that we went back and forth on the compensation plan to make it clear to the board on what we were giving and how much we were giving because we're all, you know, happy that the legislature did give us some money and we are able to give

064to compensate our employees, you know, where we haven't been able to do anything like that. Uh so Miss Mendes was very transparent and let us know exactly this is how much you have. This is mandated by the legislature but this is the amount of money that you can play with. So it was very informative because I think it brought a lot to the table where the board didn't have to be questioning are we giving enough to our staff you know all this but uh I think we do we we do need to know those numbers. We didn't used to know those numbers >> because we were shut down by our and to me at that time when I was younger it was like yes I guess that's the way it works but it's not the

065way it works. The board should know everything that they do want to know. Nothing should be oh we can't discuss that. And I think there you're gonna get in the weeds because that's where you're going to get, you know, a lot of >> uh flack from the ward. >> Miss Bella has a question. >> Yes. Thank you. She's been waiting patiently. >> No, excuse me. I'm sorry. I just sound a little a little horse, but um by admin, what do what do we mean specifically like the team that's in the boardroom now or like is that like principles, assistant principles, that kind of admin as well? Well, that's a great question. I for tonight's purposes, I'm really talking about the team that's sitting there with you that you know that that top that's a great

066question. Like you start there, you know, like let's start with because you're >> Miss Bella, you're going to start these roundts. And so here here we set. So all I'm saying is take a minute, you know, between board team and the top administrative team on let's talk about how this can work and what's going to make it work the best. >> Okay? Because as far as the question's concerned as far as how um admin can support the board um I think I mean not in this case today anyway but attendance would be like a big factor like as support to the board to be in attendance of the critical roundt meetings such as this one. Um you know that way if there are questions specifically for one of the admins um that they're available to

067answer those questions. Um but I mean everybody's there I think but just um you know that's one of the ways I would think that admin can support the board and vice versa. You know if the admin's having an important meeting that the board members make it a point to be present and available as well for questions. >> That's great. And I I'll jot that one down but in attendance and engaged with the board during roundts. >> Mr. Ver Royale let me check with you just a minute. Do you have any questions or No, I'm I'm glad to hear some of the things that you're saying. I think that uh sometimes we uh get carried away and and start talking about things that happened in the past and and we go over it and then everybody

068wants to tell uh individual stories and then uh we need to call a question more often and uh I think if we run the meetings a little more efficiently uh we should be out of there a little sooner than you know staying real late. And by real late, I mean past 10 or something like that. Uh I I I'd like us to to work together and try to be more efficient. >> Yeah, I that Thank you, sir. And thank you, Miss Ber, for your uh the first rule of tonight, the 1010 rule. I love this one, and this one challenges me because I'm an extrovert. U I like to talk. It's best to listen and not speak, but if I do speak, what will my words sound like in 10 minutes? What will they sound

069like in 10 weeks? And what will they sound like in 10 years? And just use that as almost a filter. Um, then I Stephen Kobe calls I think Mr. Brell what you're talking about autobiographical responses. So, we're on a we're on a topic at a meeting, but I'm going to share my auto what I think about that. We're really as a board that that's just going to make the meeting long. It should be what what do we think as a collective team about the topic that's on madame superintendent and board president? We'll pause for a second and see if there's anything. I've got a good list here. I can build this chart for you, Kim, for your good governance handbook. I think we How do y'all feel? >> Any other suggestions from an admin? >>

070Yeah. >> How what do you all see about us that we need to improve on? You know, we talk about you all all the time, but I know some things that don't say good, but you all too, you know, and but you know, we are here to work as a team. I suspect, Miss Jordan, that if the tactical team sitting there is like me, which I did almost every one of their jobs, you coming prepared and read ahead and don't bog down on items. But then what you added, the be professional and civil at all times. I'm pretty sure I see a couple of heads nodding. I'm pretty sure I'm pretty sure that landed really well with the admin team because you work and you know, you kind of give yourself to a career and

071you feel like you've got everything in good order and you want to help the board and then all of a sudden you're under personal attack. It's kind of like no good deed goes unpunished, right? And so I I'm sure there was a lot of good feeling about this. Be professional, civil, and courteous at all times. So, thank you for adding that. I'm not trying to talk for you admin team members, but I saw your heads nodding. She was saying it. >> That's good. >> All right. So, the next thing in our packet is our actual good governance handbook. And we have hard copies because we made them last year. You guys have one to share, right? >> So, I mean, I didn't come here with an agenda about the good government in Tampa. It's just

072that according to our board policy, we were supposed to um visit it. And so um you know, I think issues of disability are probably embedded here, but I like the chart because it's it kind of makes it super concrete about that relationship. So I like that idea. >> And Kim, I think what you're saying is that it's just it's a good idea to just bring it up once a year no matter what. and and you know board members may say everything's fine but then you start a good conversation like this and then we build a chart like this just because we open the door you know and um so anyway I think it's a really good idea to bring it up once a year and so what you're proposing Miss Moore is that we add

073this chart to it and I'll work on the language for that and then you're saying is there anything else that any trustee would like to consider? Yeah, seems like the last few years there was like this list, right? And so now I don't have a list. Um, other things. She's counting to seven. Are we including the governor? And so as I know I do want to be discussing when we get so tell me the cash handling procedures the right cash. >> Yeah. We're still this is just I'm just saying because it's I guess because I'm reading from the agenda item. >> Yes. >> It's all put together. >> Right. The first bullet just there's anything. Well, and Kim, we're basically we're we're putting this chart in it. So, maybe what the trustees need to know

074is that the doors open for any updates in the next 30 days because we're going to put this chart in it. So, if y'all want to look at it and read it when you get home and just know there's an edit that's about to happen. So, if you have any other edits, let Miss Moore know. Is that fair, Kim, to say it that way? >> Sure. And we can I mean we know we have another board meeting two weeks and maybe we'll wait till the September. It's up to y'all if you want to try to do it like bring it for a vote in September >> if we want to amend this govern. >> Well, let me I'm gonna restate. We're we're going to amend it because we're going to add this chart. >> Yeah,

075he's just saying that we need to update other people. Right. >> Oh, I know. But I'm for order where that's not included in this in the blue chart thing. The key word and nothing. Yeah. The good governance is really just about >> Yeah. How the board it's board operating procedures, right? So, we want to >> Is there anything we want to change through this doc? Again, I feel like we spent a good amount of time the last two years working. >> We're good. >> So then the next thing um Greg that I put in the packet was the key work document. And you'll notice really big it says work in progress. So, um maybe Greg, why don't you just kind of give them an quick bullet point overview of what some of this >> Y

076theory works. >> Um yeah, I just got off of um twohour Zoom working with a church actually on this. They have a new pastor and a new youth director. And so, and they've never had key roles and responsibilities. And so, we were working on key roles and responsibilities. So in other words, I'm just going to use them as an example. So what what are the key roles and responsibilities of the senior pastor? What are the key roles and responsibilities of the I don't remember what they call him, junior pastor, key roles and responsibilities for youth director, key roles and responsibilities for secretary and uh there were about eight team members. And then we we were just getting clear because they added two new team members and so arguably uh uh six people had been doing

077what eight people are about to be doing as their key work. And so we were getting clarity around what these key roles and responsibilities were. And I think Miss Moore, if my memory serves me correctly, the board has been supportive of trying to provide some additional senior leaders to help all the things that are going on in federal and state. >> No, no, no. We're not adding people. No, >> no. I mean, over the last 10 years, they have >> Oh, yeah. Yeah. Oh, >> is that fair to say over the last 10 years like there's been Okay, so it's a so this effort was to say okay now we're where we are and let's get clarity around these senior leaders like what are the key roles and responsibilities and it I mean we did

078I don't know team y'all like how many zooms five four five six four five or six zooms and did one face to face and I know it seem when you look at the chart you think well yeah all that's obvious but it's not really and it's not really in any organization we have to get clarity around who's uh key work is and Kim I I I'm just going to tell you uh I use your y I'm not going to say your your team's king work chart as an exemplar I shared it with that church earlier today so they could look at it just so y'all know and and Kim you might talk about the choice of verbs on it. Y'all really worked hard on your verb choice. >> I give give an example of >>

079the difference between manage or the difference between oversight or actually doing the work, >> right? So yeah, I guess as you first of all I mean big picture this was again something we worked on for over the course of the entire spring last year. Maybe we even started in the fall a little bit and then we still have work to do on it because the goal is next what we haven't really done is some things were highlighted because they were really tasks. So we said like a key role is something you do kind of throughout the year. So um I don't know um forecasting where you know where we are and things like pro budget projections that's something that's an ongoing process. You don't just do it once. is an ongoing process. Whereas perhaps um

080example um uploading materials into Sentinel might be like you do it at a certain point in time but it's not once you've done it it's done. It's a task. It's not something that you do. Um or writing a convocation talk, right? It's not something I do all year long. It's a single task. So that's kind of the next piece of where we need to go with it. And then we worked really hard at fleshing out all of our verbs, but we need to some of those other people towards the end like the athletic director, um, technology. Um, I think actually Bar, we still need to work on some of the that language and then also add in the support roles and responsibilities. We just did that. So the challenge is, you know, you have certain

081jobs that you do, but almost anything you do, you don't do alone, right? You have people that are supporting you doing that. And so we wanted to get the word sometimes we thing is like who owns it, right? Who owns it? Which means like who's going to be sort of the ultimate decision maker on the one hand, but on the other hand like if it doesn't gets done, who's ultimately responsible for it versus who or other people that support that that function? And in almost every school district, there's a lot of overlap and between um finance and HR. There's a lot of between special education and uh regular education. So any of those well we uncovered those same things in West OSO, right? But those are very typical. And so this is and Kim, you

082did a really good job. I'm not trying to say instead instead of what you said in addition to what you just said. >> What happens in school districts especially, but it happens in all organizations is we wind up with gaps and overlaps. So two people are doing the same thing when there's no need for redundancy, but then one thing that needs to be done is not being done because nobody likes doing that thing. And so we're just trying to make sure that we have all of the key roles and responsibilities. And then for a trustee to be able to see this and provide feedback to the superintendent and the probably the key word on key responsibilities is key because key the definition of key is the most important things. That's what Kim was kind of

083getting at that it's not every little task that we do. It's these most important systems that your different administrators are overseeing or actually running themselves doing the work oftentimes. >> Well, so I don't you know it's that kind of thing where there's a lot more to do, right? And so sometimes I know I've gotten feedback like you need to delegate more. Sometimes it's really hard because the women in this room all work really hard and so it's not always clear who to delegate to, you know. Um but it was just a a way of looking at it. Um and then we've shared this with the principles and so they're going to start working we've started actually they've all started working a little bit with thinking this way on their team um even between the counselor

084the AP the principal and um the instructional facilitator like all the people what what is everyone's role over what everybody does and who would need the most help >> right >> and then you know you come to sometimes We'll give you an example. So little known fact is um uh Rwanda does IRB approval. So what that means is if um outside usually the town UC but other entities Kingsville I think want to do research the district they have to get approval. And so it's like so the reason when we figured it out is that Rwanda's the only one that has a PhD in the you know here. So she's gone through that process and when she was getting her doing her dissertation she had to go through that IRB process herself. So at some point

085I don't know a long time ago six seven eight years ago they were like okay Rana will be the IRB person right to review it and then ultimately I she write the letter but she kind of you know gives me guidance because she's gone through a doctorate program so she knows that process. So sometimes the things may not be so clear when you just look at our title why somebody is but I guess to me the goal is for things to fit neatly together in terms of your title but sometimes people have particular strengths expertise or background knowledge that makes it that they're the person to do that. and Kim for me as superintendent and I went from a district about your size to a district larger than that and then to a district larger

086than that. But at all three of them, you know, I because I came up through the ranks, I kind of knew how to do every job. And when I was in Graham, which is close to West Oso size, I if I wasn't careful as superintendent, like I would start doing the HR stuff and I would start doing the business manager stuff and I would start doing the special ed stuff because I had held all those jobs. And this helped me as a superintendent get clarity between the team, you know, like who's ultimately signing off on that. And and trustees, I want to make sure you know, and Kim knows this. She and I have talked about it a lot. Ultimately, you know, the buck stops with the superintendent. We know that. But, you know, let

087me just ask, Miss Moore, was it helpful to get clarity about the people that are your direct reports and their key roles and responsibilities? At the end of the day, was that helpful or is that helpful? >> It's extremely helpful. So that you know what we did this year is said created some internal communication protocols to say if you have a concern figure out whose key work it is and go to that person first right >> I think that's a great example >> admins to know that you know especially the administration because mostly teachers are going to go to their supervisors at the campus level but if the admins need to book security you know they know who to go to if the admins um have a homebound student, they know who to go to.

088If the admins want to send someone to DAP, etc., right? So, they know who who is the person to go to um for these different functions. They want money. I know this is the first time, well, this is the first meeting where I've really shared this with you. questions >> on the highlighted stuff. We talked about that. Are you gonna supply that or was that >> right? So, no, we then developed a bunch of one pagers and um I didn't put all the one pagers in this document. I thought we talked about maybe sharing them a little bit. It's whatever y'all want. >> Okay. We were gonna roll. do the do the binder ourselves so that when we came across that or Miss Moore would introduce you know two or three at a time >>

089and we would uh put it in our binder >> that way you would be aware it's a working document >> that's a good idea >> I mean you know again conversely I'm happy to share with you there's a Google folder that says one pagers and I'm happy to share with you that Google folder something secret in there. So, I mean, >> yeah. And Kim, the as a trustee, you're, you know, one of your primary responsibilities is to approve uh local policy, right? Y'all know how to do that. Y'all do that all the time. You and you're about to get a big bunch of that, right, from the legislative session. It's headed your way. But this those one pagers that your team are assembling or more like ex administrative guidelines and so the board doesn't necessarily

090adopt the administrative guidelines but it it's helpful if you know what those guidelines are because it's a fair question for a board member to say well what is our process for something and now Miss Moore and the administrative team can put something in your hand and show you what the process is and I Kim I glanced at several of those one pages and I I mean I just think they're They're wonderful. It what the admin team is trying to do, trustees, is show you what process it is that they're trying to follow to make sure they implement the local policy that you adopted. Is that a fair way to say it, Kim? >> Yes. >> Well, and part of it is just feedback on questions and, you know, we're here is you know, here is

091what we're doing. Michelle, did you have your hand up? >> No. Well, that's why I I I wouldn't want you to give us the whole packet of the one pagers because we had discussed these and when I went down the line, I said, "Well, why do you have that highlighted? >> Do you have that as the backup documentation?" It's not a matter that the board needs to know all these administrative uh one pages. It's just a matter of that if they do come across it, well, here it is. And you know, the administrative team did introduce it to the board and if you had any questions, there it is because it's listed there, but it's just highlighted and it says like this one, it says oversee and manage payroll and then you had a flowchart.

092That's one of the things we had discussed with and the board said, I'd like to know, you know, well, how does this requisition go? because at that time we were having trouble to where people were, you know, ordering stuff without a purchase order. So, well, here it is. Here's your flowchart. >> We are going to specifically share about cash, >> right? >> Well, I mean, but I'm saying for all the ones I did highlight because they're highlighted, but there's no introduction to >> see the I probably said this when I was there before. You know, it's hard if a trustee says, "Why is it painted red?" The question you should ask is, "What is our process for determining paint color?" >> Okay. Well, now you can ask, "What's our process for something?" And they're going

093to be able to show you what that pro the And it's not every last detail, right? But at least it gives you as a trustee a good idea of what the process is. >> Yeah. And that way, you know, most of their questions will get answered because like I said, I'm that in that situation. Well, no, that's not the process. Well, you've got employees out there that are purchasing without a purchase order. So, what is the process, >> right? And and it's hard to that's a good example. It's hard to reel any of that in if there's not a written process, right? And that's what so your admin team is starting the long journey of compiling written processes that align to their key roles. >> Right. And then do you all have like do you

094all use open POS too as well? >> No. No, we have been very rarely very very very um I think I know I shared with I want to make sure I share with everyone is that we the count of labors over the employee handbook which is very very very very tedious. Um it went out today. Yes, it went out today. Um, so what happens is TASBY gives us guidelines for that employee handbook and then we've added things and a lot of the things we added were based on you know feedback from the board such as um well and some of those based on things that happened throughout the year that we said we need a long clarity. So, so employee dress code, we've put some specificity because different people's idea of professional um you know

095address professionally and that probably maybe is flushing out for some of our staff people. Um and then uh cash handling, children at work, uh social media usage. Um yeah, I just want everyone to see. So last Friday um yeah, telephone usage. Um, so last Friday we went to junior high school and Wednesday I'm gonna meet with JFK we then everyone else central office people and Paris we meet with Paris too and then three o' and special ed that way. So we're having them for these top 10 we're going to call them like the top 10. We're having them rereading the policy and the guidelines and then we're having them actually initial these sort of top 10. Um we're calling them the handbook highlight for um >> and yeah and then that way you know principles

096I mean teachers will say oh your principal might do that but my principal didn't tell me that so I'm gonna continue wearing you know shorts to work right or whatever it is. Um, so that way we know that certain things were definitely communicated the exact same way to every single really. What I mean, high reliability organizations reduce variability and you'll never have everything perfect, but you're trying to reduce variability. Um, do you mind if we take like a three minute break? Um, we can pass out their food. >> I That's great. I need to get I forgot to grab >> about that. Board members are not, you know, talking. >> So, we'll take just like a three minute break. >> A lot younger. >> Oh. People want spicy or original. Whatever. Oh, we have plenty

097of >> I know you're not gonna Spicy or regular? >> What do you like? >> I should go for a shoe. Thank you. Oh, but to ask questions. It's cold. >> It's cold. Just do >> push that button. for you. >> So, this is the screen right here. >> This is the marker. >> Here's the camera >> turn on. Push that little bottom left corner on on the screen on the pad. >> Now you're on. Take your pointer, swirl it around, and put it on the camera. And then hit that button. Now you're off. And then if you want to turn your sound, I Yes. Oh, you're slowly Wait a minute. The camera turned off. Go back to the camera. >> There it is. And then we're not doing Get out of this. Yeah. Let's

098see. Okay. So, I'm trying to figure out how to do this. Greg, are you there? >> While they figured out because we maybe switch because I want when Ron is presenting, you're you're going to want to see the data. Should we go through the cash handling one? It's a little bit easier to go through. >> It's a little bit more concrete. So, if we look in your packet on page 908, >> do you have it? You have it. You have it. Um, no, I don't think Oh, >> hold on. I'll Fresh team. Yeah. You can start sharing. >> Okay. The first one on the cash handling that we put a one pager. It's just highlights doesn't detail everything. Um like the first one says about um that absolutely no purchasing anything without a purchase order.

099But are you putting it up on the >> We're trying They're trying to get their face right. >> No, I'm not >> and letting everybody know that if they purchase without a purchase order that they are going to be responsible for paying it, you know, possibility that a purchase order is the binding document. That's what binds the district. So, it's very important. Um, we do have more detailed documents. We have the ED group manual. We have the purchasing guidelines and we have the activity manual. But this project puts it really easy. So that really they can't say they don't know that they cannot search. >> So >> that one when usually like she has what we call ink pal orders. So she'll just kind of go do it with old and then we'll disconnect it,

100you know, right away. But typically I let them know that anything that's an emergency or whatever, give us a call, take a phone call, put it in there, let us know within that hour or so if you know possible, we'll get you a purchase. >> How about uh band instrument? >> Band instrument they go through a purchase order >> that has to be approved by you or >> Yes, it has a has several approvals. is going to go through the band director and then >> they do. >> So you see like they're giving you comments. Well, I mean that's focus that wasn't 100% being followed and that's why it mean the reality is for the certain things for most things you want the quote to match >> what the >> right with repairs I'm sure

101that a little it's a little bit different sometimes with repairs you put an initial purchase order in and then when they get depending on what it is right then they get a little bit >> more I mean they kind of built this >> but for the most part um this I mean I mean we all know why this came up because of that incident. So really that's what the board wanted to know. So what is the process if anybody can go out and just collect money and your department didn't know anything >> that has been >> typically people say we that we don't pay an invoice we don't know about the invoice there's nothing in there so we can't switch late that on to it because you're able to see it and that's what >>

102I mean this is the reality that's crazy I think all I found it's crazy these companies that will do services without payment I mean I kind of feel like it's kind of bizarre to me that some some will and so even with all these policies we can't stop I mean >> but that's on them >> but our employees should be aware that, oh, we're not going to pay that purpose order because you don't get you didn't get appalled for a $200, you know, 200 t-shirts. You didn't get to me. I can't We can't be responsible for what a company does. If they take on an order of 200 t-shirts without get giving you a purchase order, that's on them. I don't think you should pay for it. But our employees need to be responsible went

103through a big deal about this. So, so when they put in the the representation in I the person on the say one of the teachers then for the teacher goes to the principal work. >> Yes. >> Put it in your request. Yeah. >> Yeah. And it goes from there to the business office but is a certain amount like if it's 2,000 or more something that you know could go through YouTube as well actually for pretty much everything >> for an organization that's raising money for their club. >> Is that on them or is that still they need a purchase order? They're going to be turning in the money to you. >> Yeah, they still need a purchase order. We we collect all the money and we're making sure that they understand that, you know, they

104don't turn around and get from their dip into whatever their cash they're receiving and pay vendor X. No, that's not allowable. All the money gets turned in or they issue a check, you know, once everything is go to Sam and then nobody knew how much cash was here. What if you buy >> correct? >> Yeah. Why don't you go through some of the others because some others are quite actually. >> Okay. So then on number two we go we go and explain the cash handling and how we you know they're required to get a receipt. Don't just get money from teachers or students or anybody or vendors. It needs to be a detailed receipt. A receipt that's being given out by the business office that miracle has uh carbon copies. They need to make sure

105they give that person the receipt, a copy of the receipt and we will keep a copy too. So it needs to be detailed the name of the person, the amount of money, the reason for the collection of the >> I used to do that with us a long time ago used to give us receipts and they have we used to write in turn it in the end and they all have to add up what we giving them. >> Yes. And that's the way we can actually monitor that you know why there's a gap why at the end of the year. So we use when you collect the money we require them to have two check two signatures so nothing's changed. Yeah. So you know that being done and then we'll put them in a champ

106uh bag from the bank and that way you know that bank is we'll get the number we'll trace it and that way we know that the money has not reached. >> Okay. Um, we're asking everybody that they're doing a a fundraising or collect any kind of funds to turn it in within 24 hours. If they can't, make sure they secured it safe because most campuses, all campuses have a, you know, some kind of uh vault to put it in, secure it in there, and then the next day they should bring it over here to the business office. Um he has to require more than one person about a time. So um then um again make sure that the receipts are being issued and make sure that you're giving especially students giving them a receipt and

107everything's kind of you know documented. Um, we're asking everybody not to issue any kind of gifts or gift cards or cash to using local, state, and federal. Making sure that when they're getting donations that the business office knows about those donations because some donations we might not want to accept. They might not be a good fit for the district. And then we also want to make sure that if a donor's given money that we are doing what the donor designates. Do you have like a letter a donation letter? >> Yes, we have a donation letter. Um, do not use cash collection so they can purchase supplies or anything. Everything has to be turned in and we'll in turn do the purchase need with a support document. Uh, do not keep cash overnight. Do not lock

108it in the cabinet. It needs to be secured. Um, do not postate checks. uh do not cash personal checks. Do not you know use that cash to give it any type of money from there. So obviously and the main one is do not accept cash app Van Mo PayPal any kind of form. We are working on getting >> I have a question. Do you take temporary checks? >> We don't take temporary checks. Uh we we do ask that we you know preferably money order cashier's check because those are the ones that don't you know but there is a fee you know if their check is NSFS. So um I made it clear that if they're not uh they use any kind of cash app system you know they're going to they could be terminated or

109even get some you know u kind of legal action taken against them. Um, >> okay. >> I just for say I I told Miss Jordan, I'm buying that shirt. Can I do it through it if it's like a social when it first sent me? Can I cash out? >> That's just kind of y'all's personal >> Okay. But it's not going to be like a whole >> So yeah, I mean, and we've asked all these questions, right? >> I'm just asking, >> right? So let's say it's somebody's birthday and I want to collect money, go out and buy a birthday present. That's do >> I personally prefer not to do that myself. >> I just don't want to get on this cashier and then being I just totally I don't want to get >> So when

110it's between us we can't go to you say well she you paid her but she didn't get us that was because you all >> okay and we're asking nobody again don't coingle it. Do not put it into your bank account. put it my funds, my $20 along with whatever I'm going to use it as starting cash. What do you anything that you put in there is going to be the district's really don't do that. Um then uh nobody's allowed to use our uh employer identification number, not a booster club, not a other you know our clubs they can use it because they >> Yes. Nobody's allowed to use that only for school districts. So, I'm making sure that PTO's and booster clubs uh know that um they have to have all their um all their

111federal numbers and all their charters or whatever they need to do so they can be a modified club. But, uh also >> are we on there? >> What's that? uh our booster clubs and all the our PTOs are are they all working towards >> and that's the other thing just working towards you told me last year >> well no we have a new guidelines and we're going to go but we the what the working part is that we got to meet with them and just kind of like >> okay but when when is it going to get done because >> well I mean it's time constraint and being you know limited at time >> well you met with JFK Okay. You right. You mentioned >> I met with some of them, but there's going to

112be some >> Right. We've had preliminary meetings, but then >> Well, I already heard that WO hasn't done >> Yeah, they have they had their Bible. >> So, what are we waiting on as far as JFK or do they even have a booster club or whatever? >> Well, no, they supposed to have all their their uh PTO's and stuff. We're really encouraging this to jump into either VTO or VTA, you know, but other than that, but as far as the guidelines, we're trying to get a little bit more stricter because, you know, we're going to ask them to do the same fundraising request that we do here because typically sometimes we don't know what's going on out there, >> right? >> So, that's the thing that we need to get out. I need to get

113out there and it's just difficult right now because we have so many different things going on. Um, but are you the only designated person that can go out there to help them out to >> and I have another question. >> So, okay, where are we at? So, >> right now met last year. She met with really every campus because she met with every single campus and then we just need to have another training once we get all the piece people together again in August. trying to get to school here probably late August we can have another meeting where we say we can make performance for the 25 >> there's a lot of changes I mean we're having to meet also you know get the balances for the clubs meet one to one with the clubs

114and stuff so >> I get that order we met that we we met last year on that to see you know to get the ball started >> we did and we we met with them all the only difference is now that I've updated a lot of the procedures and policies. Now I have a unique pandemic. >> So would we be able to get all the schools on board by next year? >> They're on board. Everyone's on board. She's just saying she needs to have to have that. What do they call it? 501. >> Yeah, they're they're there. All of that is there. >> So everybody has it already has it. >> Yeah. Has it? >> Yes. The problem is >> Junior has high doesn't have any boosters for PTO >> and that's why they don't

115have it. Correct. >> And the high school has it. The problem right now is that I've updated a lot of the procedures and now I have to go in there and let them know I have a meeting here so they can know you what we're requesting and requiring for >> but they have that to basic >> are they a PTO? I don't recall right now. >> W is a PTO and then JFK was going to move from a PTO to >> but I thought we wanted them all. See and that was the other thing that oh well I'm a PTA and then and but they don't all have the same guidelines >> because PTA and state recommended. >> Well, somebody was saying I don't know I these were conversations from last year uh to go

116the route of the PTO because I guess there was more documentation that way. Yeah, >> because that's when we got into that other thing where, you know, oh, they're not they're not counting all the money, blah blah blah blah blah. >> PTA. So, which one? Like >> they're more precise with PTA. PTA is a national >> again. We just had a new principal on board and I don't think >> so. Uh JFK you're saying >> we've always been since I started the district we've been PTO. Yes. I had wanted them to be PTA. I know I talked for I mean that's so but but JFK is PTA. >> They were they've both been PTO. I had had conversations last spring and I had conversations with some of the the leadership the new principal and I'm

117sure I need some follow up today. >> So when was it last year? >> It's always been PTO >> PTO >> because with PTO it costs more too. doesn't cost that much hard because you're paying the national >> Kim whether they're PTO or PTA the they have to follow these guidelines we're looking at on the screen right >> yes >> say that again >> that the guidance that we're saying articulating here regardless what is Okay. So, fundraisers all must be approved and whether you're a club or a TA BTO booster must be approved through here. And then um we're making sure everybody understands that they should not compete with our national food service program. They can jeopardize it. And there there is six of them. They're accepted, but they must be per year. >> Are

118they also allowed two per year or that's not? >> It's it is two per year, but we're very flexible with those because if the world, right? >> Yeah. Well, if nobody I want to give everybody like at the high school there's a whole bunch of clubs. So two for you usually or but if you don't see nobody else really doing fundraisers, we want to encourage >> so clarification >> the athletic booster club have to turn in their money to you all. >> No, nobody turns in >> only the organizations. >> What they need? Yeah. Only the our organizing club. >> Okay. >> But the booster club, PC, ATO, they're their own entity. forever. What was happening is they were doing fundraisers at times that were not allowed or doing, you know, like competing with our

119food service and stuff. Not, you know, because they're in kind of like lack of knowledge. So that's why we want to make sure that we're doing a training for them, but we want to know what they're doing so we can say it's okay. But no, you cannot do this. >> So organizations, are they allowed to have a penny cat? Not >> the pend of that. >> Yes. >> The only people the only person in the district, the only department is the business office that has not even the campuses. Nobody has or should not have >> but when you then you know go back to the cast because I know a lot of people were just walking in not even there was so long and they wonder if my husband went in with my daughter my

120husband and my grandson would gave I mean people >> and they didn't know he was my husband because it was working but yeah they let me in. I said how they go because there was still the line and they were all trying to get to the phone and they they were getting frustrated. They're just saying, "Come on, go on." >> I don't I didn't see that on a week. >> No, it was a junior high, but still, >> but still they went in the baseball. >> Yeah, that >> we have enough people to man. Okay, we'll need to circle back and we'll move back >> because I mean I didn't but we need to h you should have tried it. >> That's the way I feel about the baseball game. They just walk on but

121it's so open. So one of our goals I think small little goal we go for that bond is to do something. >> Okay. So, um, that's that document and then we'll >> Is there any question any more questions about that? So, like, um, Olga said, we're looking at it, right? Um, am I spelling it right? Is it Amala? What am So, we're looking at Oh, you're >> I was spelling it right. All right. >> I'll find it in a minute. But anyway, we're trying to find a site where where entities can use it. It could be pay on your phone, but it is um without, you know, fees of course. And um we found something that we're just trying where we at with that >> cash collection. >> It's a cash app for the district.

122>> Oh, it's okay. >> It's a cash app for the district and we're going to try it out. Um they will train our employee, our staff, whoever needs to use it so they can be able to get uh receive cash app. Uh the delay was sending to open the all that money because they only allow me to put one bank account. So, I didn't want it to go into bank into the student activity. I didn't want it to go to the general fund because I'm going to have both kinds of money in there. >> So, I'm going to open a whole different one and then from there I'll be able to pull out the money and code it to where the proper uh group where it goes to. >> But it's supposed to be, you

123know, easier for them and it's supposed to not have a fee attached to it. They're supposed to they go by a donation. So that's thing that you know people have to be careful because the donation doesn't come to the group or the district. The donation is the way they get >> it covers a fee, >> right? You don't have to get it. So that's that's the tricky part. So you can kind of look at it um where we can basically use it for pretty much everything. >> Homecoming dance. >> Yeah. So I had noticed that with the gallery when we did that silent auction. um the name of this but anyway that platform did the same thing where it defaulted to you giving like a tip or a donation so you had to be smart

124and yes scroll the big back but you but you're not required to >> but this will get us control so that we can make sure all the money gets collected >> so you can do the tickets from there too as well the full ticket >> yes but right now I'm going to need the Okay. >> We're still sh Yeah, we're still sharing. >> Okay, so that's that. Let me let the finish and >> Okay, those were all the highlights that I had on the cash handling like I said. I mean, those are just really quick highlights. There's a lot of details on other matters. >> Oh, I was going to ask like the booster, but does co season they're the only ones that do it or do y'all rotate like bandas at one time? It's

125only the apathy booster club, but I guess we we kind of we'll look into it. I do know that they do allow other groups to partake, but you know, >> baseball might want to do every football so they can enjoy their football game, but you know have other over there. They have a who does what they fundraising. >> Yeah. So a chance to do it. >> So how do you connect the deck? because it could also be the athletic booster. But if the other plugs are protected, that money should be coming to them, >> right? >> If baseball is doing it, that money should be coming. >> Yes. >> Okay. So, this is the fixed assets. So, to be clear, in terms of our inventory, um I don't know when this saw, but for a

126certain period of time, we had this what was the name of that company that would come in and they would just scan stuff. Yeah. >> Yeah. And it would tell us advance and so if you happen to have a device in your desk or if you had a device at home um then that wouldn't necessarily inventory and then I think only maybe only the business manager had access to that. >> Um and I'm not sure even at that time instruments. I think it was mostly just what was that? >> They would tax everything. They had a really good system. They would come and tack the year. They would also come and take care of our uh paper. What do you call our retention? Uh so they would shred or do whatever, but somehow in there

127I guess it was dropped. I don't know what year I was here when it was dropped. So then kind of the fixed >> I wonder about that. It went away after a while because they used to come to all the computers, all the printers, everything the teachers had. And then all of a sudden I didn't see. >> Yeah. So they they and they did a really good job because they they did the inventory was up to date and they would go in there and they would let us know, you know, hey, make sure you have anything, take it home. You have laptops, bring them, make sure you have them here and they would tag everything and like I said, they would do the shredding too and do, you know, keep the Yeah. schedule. So now

128we picked up uh flet because that's what they were kind of already using. It's >> it's not as good as the other one because they were kind of coming tag and all that. >> It's more work. It's more labor of course cheaper. >> Yeah, it is. >> But it's more labor for us, >> right? >> So for inventory. >> Yes. So, we did put a procedure in there where, you know, we're letting everybody know you cannot move anything, whether it's a desk or whatever. And then you need to request that, hey, can I deplete this? Can I move it? Or whatever you might want to do. You know, it has to be pre approved. Once it's approved, we'll let VA know, okay, now you can move it. Not they're not doing like, hey, custodia, move

129me this, you know. That way we're able to track because we're able to right now we have it to where we know what the classroom contains way we can track everything that and if we allow them to just move whenever they want to move with their stuff you know it's to be fair game you know so and so left you know I want her chair I want her whatever come and grab walk away the poor new teacher she her room is like you know all the sorry like desk you know somebody else's traded you know so >> yeah and we're making sure I mean especially you know all items are important but especially federal you know items we want to make sure that we're keeping track of it >> question we saw Mr. left the

130meeting at 6:30. >> All right. So, >> Kim, I'm just listening and I'm having first of all, I'm having no fear of missing out from being a superintendent. Uh, >> yeah. >> But let me the I'm just literally closing my eyes and listening and the things that y'all are putting in place are great and like these processes are tight and they're never perfect, but man, you you just got off to a really really good starting point. I just wanted to say that. And I tried for 12 years to get everybody insured cibilo PTA and I never got it done in 12 years. So we had PTA, PTO, PTC and so we finally just said it doesn't matter you everybody follows the district guidelines like we finally quit trying to force and that was 23 campuses

131so you can imagine the politics and all but we just got tied on the guidelines which is what y'all are doing. So I'm just saying kudos that stuff looked great. All right, to our favorite topic, accountability. >> So, um this is just a timeline, you know, state performance reporting calendar. Um it is scheduled for August 13th. It's preliminary. So, um for our 2024 and 25 A ratings we posted. >> Are we getting um two school years, two different schools? >> Correct. 24 and 25. >> But are we getting like 23 >> 23 24 >> and 2425? >> Okay. >> So, um you know, just to break down a accountability system is the statewide rating system established by TEA for every district in candidates. Um it has three domains. Domain one is the student achievement. Domain

132two has two parts. It's student progress. It's academic growth and relative performance. And domain three is closing the gaps. And again, domain one student achievement just measures whether the students learn what teacher. And domain two, part A, academic growth. You'll see a an example later on. Um and then relative performance they compare us to um relative campuses around us or it could be anywhere actually. It's just relative campuses terms of economic >> and then closing the gaps tells us how well our school or district is ensuring all student groups are successful. Those are our emergent bilinguals that they are successful as everyone else. So for elementary and middle school they are measured 100% star. For high schools it is 40% is star, 40% is college, career and military ready and 20% is graduation rates. So

133the student progress this is the academic growth. Um it'll be easier if you look at the next page which is that. So this is what I give the teachers. So I took out the student names but like 2024 that's the performance level indicator they received and then the spring 2025. So then we see did they have growth. You use this table right here and that's how you measure their growth. Um you get um so if you see the did not meet high and they went to approaches you get an extra 0.25 points added to their original points. So everybody who did not meet the prior year, those are our house bill 1416 students that need to receive um if they are did not meet high, they receive 15 hours of extra tutorials. If they're did

134not meet low, they receive 30 hours of extra tutorials. So um we need to ensure we're getting that done during summer school and um during the year. So those are our intervention groups that are at every campus. Um that's just another accountability cycle. But that's >> um domain three closing the gaps. We do have um zero to four points now. Uh the groups went from 25 to 10. It used to be if you didn't have 25 um emergent bilingual, they weren't counted. Well, now they lowered that to 10, but they have a super group now. So, um if you're sped and and you're also emerging bilingual, it's a super group. >> Yeah, it's and we used to not get it if zero points. So now they made it zero to four points. So if they

135met the long-term target between 2037 and 38 target that TEA um set you get four points. Um there's not many school districts around Texas that get the whole four points. >> Um there between the twos and that's what every school district that has. So if you think about it, if only 10 students make a group, then one or two students not doing I mean every student literally makes a difference in school district our size. You you can look like oh they dropped so much. Well if one or two students didn't perform as well you have a couple of different students then it could look like they dropped a lot or grew a lot but really was a couple. the amount of students we have >> you have to well as long as you have 10

136students >> that makes a group >> okay >> so it's you know we don't have as many cert obviously certain groups we don't have students um the next slide is just a sideby-side comparison between our um old star and the star 2.0 no redesign. Of course, it's now online, primarily online. The question types, it's the same TEICSS. Okay, the TEICS didn't change. It's just the way you're answering the questions. Now, there's a lot more open-ended instead of all multiplechoice. Um, you have to know how to uh answer the entire like know all parts of the map instead of oh, I can just put this number in and it'll make it work. No, you have to know all parts because you're going to have to put it all in there. So, um, it's just teaching math.

137That's all it is. You know, it's not a shortcut anymore. Um, >> so they have to show show it. >> Well, you have to know how to figure it out. I mean, before, you know, I'm gonna say my husband's a math teacher. You would just say, "Oh, try B. What's that number?" You're just going to try to put it into this, you know, the equation and see if that's the solution. Well, now it's not like that. It >> shows that's that's how we >> do it a long time ago like that. like, "Oh, no. You got to show your because you had the bright students. You give them a math problem. He figure it out and he give you one answer >> and it was the right answer." But no, you had to show your

138work. That's what the teacher >> was also being graded on. >> If if that teacher just gave him, oh, he got an A. Oh, no. Did he show his work? and we have to turn in submissions on that that yeah, he got the right answer and he showed his work every step of the way. And I just think that's kind of pretty smart because you can see it step by step and you can see which step he didn't get. That's where he's having problems with. So we always say, "Show your work. Show your work." >> And you have, you know, multi select answers. You had short constructive uh responses, extended constructive responses. Oh, >> um this is just another the side by side. >> This is just reminding y'all. Yeah. The new accountability system. Um

139this district rating recalibration. Um, you know, if three of your campuses make a D, but as a district you came out as a B, you will not. You're going to get a >> So, it's not an average. >> No, it's not an average. >> Three of your campus made a net. You're going to receive a net. And it's funny because it just because pre uh back then JFK had the second grade and because they did good they get that little plaque. >> Yeah. And then instead of the elementary because they >> right they were contributing to it. >> Exactly. Yeah. >> So now they get a >> three of your campus >> even let's just say your fourth campus was an A. So the average might even be a low B, right? >> You're still

140gonna get a D. So we'll give you a little hint. There might be something that happens. So it's not So it's kind of like what it numerically would be, but what the state >> Wow. >> that can hurt a lot of districts, too. >> Yeah, it does. >> Okay. So um >> Oh, it's called TA. So on the left, well on the bottom we get this, you can get this data from um tea. Was it the tea analytics? had it called analytics just analytics. Um so on this you'll see the um the bar graph kind of the line grab sorry it is um this is from 2018 to 2023 24 because it is not out yet 2024 25 is not out but the um masters is in green your meat is in turquoise. and your

141approaches is in >> sorry. >> Yeah. >> Um the next page is the West OSO High School 2025 star EOC scores. Uh compared to the state and region, our campus was at 90% approaches. anyway um was at 20 uh 90% approaches. So it was way above our state and region. Uh it was at 46% meets and 13% masters. Our biology um again was above the state and region. So we're proud of them. Um they got 52% in meats and 7% in masters. So I met with them the other day and they had set a goal they are going to beat this next year and I said great thank you. Um our English one was just a tiny bit below um the state and region but kind of what what hurts us and you'll see on

142a slide later on are our retesters because the retesters every single time they test they're counted towards your accountability. It's not just one time anymore. So they test in summer, they test in fall, they test in spring, and then they test again in summer. >> Every single [Music] >> So do you know like the ones that don't pass, do you know who they are? Do you >> Yeah, they're they are the they get in very intentional um tutoring um for that particular weather. >> Yes. >> Know what they what they missed what what their weaknesses are. >> Yes. The teachers target. >> Um and so the English two was at 65% and your US history was at 95%. So they did very well. So a lot of times you guys ask us like why why

143are scores like that and so we have to give you some answers >> just um student readiness, student skill acquisition, student growth, student motivation, teacher effectiveness. I mean that is the biggest one right there. Um and then the structures for intervention are they pull out tutoring support during the day interventions. Westo Elementary has a 30 minute intervention time facilitated by classroom teachers. The junior high has 30 minute intervention time during advisory. >> Westo High School um we have power hour. So they do it during power hour. Uh we also have afterchool tutoring through ACE and then um the rigor and alignment of curricular materials and structures for maximizing the instructional. >> Now when you say this this is mandatory >> um >> during power hour. >> Yes. Yes. For the yes >> but it's only

144one two or three times. Well, it depends. It um so the teachers really dig into the data of every student that was not successful the previous year and based on the standards they missed or how many they need, that's going to u determine how many days they're going to need to um report it. So uh it's um provided or are you offered Monday through Friday? >> Monday through Friday. >> Then there's certain students that are required to attend and student other I mean other students they certainly choose to attend but the ones that are required to attend there are phone calls home. There's also a letter that is sent home. So there's plenty of Um so factors impacting start you'll see results like I stated at the high school the retesters accounted multiple times against

145the campus and the district. Um AI is degrading the extended constructed responses. Um, special education students are required to take grade level tests even if they are below or significantly below grade level due to documented disability. Um, other factors are student attendance and then the test format. There are many students who don't like taking it online but >> are you implementing something with the English as far as uh learning and the question that is asked? Yes, we're getting there. >> It's in the >> Yes, I'll go over this. It's part of this. Yes, >> so um this is just an example the impact of one teacher. So if you can see here the approaches, it's a little bit hard to read, but overall was 56.3% this grade was the fifth grade math. Okay, the next

146page there's three different teachers. Okay. So, teacher A the approaches was at 27.5%. Teacher B the approaches was at 71%. And uh teacher C was at 71%. So that's what we mean by uh one teacher has a big impact. >> That teacher is not the Yes. 28% teacher is not here. >> So you were addressing them as y'all went along the year with her, >> right? Put on a growth plan and then >> you have to do this before. She's she's not so but again that we're looking at fifth grade data. Look how much that teacher side it would be a 71. Now it's >> so bad that it hurts the >> kids. Um the next slide is the impact of retesters. This is English one. So you see it's at a 64 65%. However,

147if you just count your first time testers, they're at 76%. So they went down to 65% because of the retesters. It feels like it should almost be different. How can you you can't do it where they can do a practice? >> Well, what they can do if they are special ed, >> right? And it depends on what their special education, but if there's some kind of learning disability, >> then what's explain the process for >> the art committee as a team can review the student scores and if the students capability of mastering or meeting approaches level, if it shows that due to the student's disability, they're going to continue to have issues, our committee can accept the scores to say, we accept that the students taken the test. They've basically tried their best. they've done

148everything that we could and do their disability they might not ever reach approaches. So instead of putting the child through multiple tests that can then make them not only feel bad about themselves >> kind of like amending that so they don't have to >> it just says that >> but next year they're going to try again. >> No, they won't take that test. >> They have to try all five. They have to attempt all of them at least >> once. And so it's this idea of sort of like equity, but it to me it's a piece of the equity that just doesn't make sense >> sense because we have all kinds of other testing that's done, right? >> So if I'm testing Rhonda and she's an eighth grade student, she might have I don't know

149an IQ in the six I'm just thinking in the 60s and so her reading abil level is at a second grade >> and we're giving her a test. We know full well >> it's the same rigor as a regular students what they're saying >> and you just want to see where they fall >> but it doesn't really show you where they fall because all we're doing is giving them eighth grade TE's >> so it's not showing you where they fall >> and previously we used to have like a star modified star accommodated and then star al 2. Now, even with star 2, the justification in order for them to be able to meet to take star al 2 has increased that not a lot of students qualify anymore the way they used to. So, we

150have students that may have intellectual disabilities, but because they have those adaptable skills, they're taking the regular star tests like everyone else. >> So, everyone, all of them are taking the regular >> unless any part is what you're saying. But the thing is it's not really >> because they're counting it over and over every time they go and test it. So that's why I say that's what it's hurting them that if they already know and catch it and say this is not capable of this. But there's other testing that goes on. So with special education there's like there's one-on-one testing where we really learn what the kids can do. So we have that data. >> They retest the STAR test over and over. So like at what point do you say no more? So the

151art committee after the first administration can review to see if they're going to accept the scores. But of course the art committee sees where did the student land, how they shown growth progressively historically, how does the student disability like does it allow not so forth. So they take a lot of that into consideration along with where are their present levels academically and so forth. So at that point that's where they can make the determination. Now a parent could say no, I think my child can do it. they don't agree and I want them to test again. Well, that's their their right. They're their representative. So, with that, then we can test again. And of course, any student that does test again, we do put those interventions in place. They get an ex accelerated plan put

152in place so that then they get the supports needed. But >> what about 504? >> 504. >> Okay. So, think about 504 student you might have like hyperactivity. You have some kids that probably have the intellectual ability. but they just can't sit still, right? And you can put different things in place, right, for breaks and all this kind of stuff, but at the end of the day, this is we'll show you in a minute what they're asking you to do. It's not really well matched for kids at that, you know, some of those kind of kids. So, it's also possible that this this exam may never show us really. And you also get students that are do so well in the classroom, but when it comes to >> and you know how to >> I

153mean we try we try our best but you know the I mean we've had kids we had a kid that was a perfectionist >> right and he he failed the first time he took English one and it was a lot of coaching because the knowledge was there but he went from did not meet to meets like he didn't even get approaches I'm retesting But it was obviously didn't get that much knowledge. I think it was just a mentality. You can't be a perfectionist. You know, all different all different situations >> and they group them. I mean, you're going to pull those >> ADHD students. They they don't take the test with the rest of the population. They take you pull those students. But still, I mean, you know, like one, you know, several teachers are

154taking account one test, you put all your eggs in that one day and you don't even know what's happened the night before. Dad got thrown into jail, blah blah blah, and they did all these things and and it has happened. You've got students that come in crying that morning. They don't want to take the test. Mom got put into jail, blah blah blah blah blah. and we put our all our eggs on on this one test. But I I I did I mean that one wasn't so familiar, the those students when the retesters so who who initiates that the parent or the teacher? Because I didn't see a lot of teachers initiate that. >> If they fail, then they automatically would be a retest. That's when the art committee meets to then determine >> but

155then the students or the the only students receiving special ed services. Yes. >> So it's an automatic. It's not that the teacher said hey you know he shouldn't be a ret this >> there'll be a teacher at the >> yes there's a teacher there they can >> I know or something but >> we're meeting on all of those. >> No some of the retesters aren't students. >> That's what I'm saying. Who initiates that you're going to meet on? >> Well, only at the special, but you would meet on all the special education students. >> My special education that fails the star test because we're required to create that accelerated fun of instruction. Okay. How is it that we're going to support them? What do we need? >> So, you're meeting on all of them if

156they're spent. >> Oh, wow. >> Go ahead. >> So, this is the writing. This is across the state. Okay. So, It's comparing 2023, 24, and 25. Third grade, you know, we're at 52% received zeros on their writing. And then it just goes down from there. The only grades um that did not increase were fifth, sixth, 8th, and English one. That percent is that one question, that one extended constructive response counts 19.23% of your test. >> That's a lot. That's a lot. Um, >> so again, that's across the state. >> Wow. >> Uh, the next one is ours. Um, so this is, you know, broken down again between grades and zero. You can score from zero to 10. So I just broke it down how many, you know, scored in each. >> There's no other way

157to say it. It's terrible. >> I'm not I'm not going to sugar coat it. That's why those of you all that there um we're getting everyone's getting a writing training on Wednesday and that's our focus for the year. Well, I think we we really failed them because as schools in elementary when we write and test it right at fourth grade, that fourth grade teacher had to come up with those students that would come didn't know how to capitalize. Didn't know how to start a new sentence. PreK wasn't doing that. First grade wasn't doing it. Second grade wasn't doing it. And neither was third. When you get a kid that can do math and can barely read, but boy, they they don't know any of those uh mechanisms or you know what do we call them

158the you know the parentheses that all that they don't they didn't know any of that. It's like how do you get how do you get from prek to fourth grade? You can't write a single constructed sentence. So I think right now actually our strongest writing instruction I feel like honestly is probably kinder first, second, 8th, 9th, 10th is really where our strength is. And I feel like at the elementary level they've done a lot of it. Oh my gosh, you get them to write because this is what I talked about this morning. They did a lot of the teacher modeled it. The kids were copying it. Maybe they had to add a sentence, but they really weren't being pushed to write in. They were writing, but they weren't generating their own independence >> and writing.

159Oh, I remember that with a big >> So, we wanted to share with you. Okay. So, this is the kind of writing they have to do. So, old tax was like, tell us about the time that you felt that you accomplished something, right? This is this is what they they see kind of see that. So I don't know Greg I don't if you've seen this one it's really crazy if you ever want to use it. So the title of the passage is pencils or programs traditional animation is here to stay. So it's all about how there's been this technology but traditional animation is here to stay. But the prompt is explain the effects that technology has had on animation >> for fifth grade. This is fifth grade. >> I would struggle with it. >> Yeah,

160I'm like trying to sample fifth grade. Now we move on to >> then you have eighth grade >> about snow goggles. >> Seriously, literally about snow goggles. Okay. Um so look at the prompt. It's about the invention of snow goggles. Okay. And so the prompt is this which is really really relevant to our eighth grade students here in Corpus Christie. What does the invention of snow goggles reveal about ancient cultures? >> So, it's not even just like why do you think they invented snow goggles, which maybe the kids would have a shot at, right? But what does it reveal about ancient culture? >> And that that's it. I mean, so these scores we're showing you from a single thing like that. >> Wow. How are you on the impact of uh ancient cultures and snow?

161>> Yeah. >> So, um we came up with a variety something. >> Yes. >> If I respond to that and I make it up, >> I make up whatever. >> No. Zero. >> No. >> You have to use evidence from the selection. And we never knew that this person was gonna be We could we could kind of tell them this happened. >> You can't but you can't use outside knowledge. >> And that's where we're going wrong. >> You have to stick to >> and it's very narrow. So something like kids can't write. This is a very narrow piece of writing. So, our Westoso writing plan that um we are implementing for everyone is um we're going to start writing on paper. >> Yeah. Not on the Chromebooks. They're gonna write write until the final copy,

162you know, and then you can type it into the Chromebook. Um, let them have writing portfolios. Whether it's a folder in a binder, a composition book, just have a writing portfolio. Yes. Exit tickets. It can be if I'm a post-it note, answer the question. I can ask y'all, what are two things we learned today? Just answer two things because we're just teaching them to answer the question. That's it. Um, teachers support students by mini lessons, brainstorming strategies, outlining organizational strategies, just what's author's voice, what's a word choice, use a highlighter so they can see what is the question, you know, because they're not I think a lot of them don't even know what the question is when they're looking at um literacy blocks. We're starting literacy blocks in elementary. Um, this is a huge one.

163Process writing with feedback. Our students were not getting that immediate feedback. It was just like, "Oh, here it is. I turned it in. They put it in a basket." Well, they never knew what they did wrong. So, we are implementing immediate feedback. We are going to meet um through PLC's with the English teachers in every level. Um, and we're going to calibrate. I'm going to give them, you know, just some essays, some writings. We're going to calibrate using the STAR rubric. And are we all grading the same? So that so that when they do get that writing, they can grade it. We'll grade it as an English team, right? But we know we're all on the same page as far as grading. So, you're telling me if I turned in my paper, I wouldn't know.

164>> Well, what I did wrong? >> I'm not gonna say every grade, okay? But a lot of them, they weren't taking the time to go back, isn't they? >> Right. It It is hard to find time to read every single thing. But if they're the students aren't getting feedback, then >> that's how I grew up. You got a paper full of ready. >> I don't understand where the disconnect went there with us doing that. >> But you also think if they're writing on that on the Chromebook on the Chromebook and we can do spell checks and all of that. >> Yeah, it does it for you. So um you know they're going to be having three for nine weeks. So after after that writing we're going to give you know say the English teachers that

165morning. Okay let's meet as a group and we're going to grade all of them and that way you can give them back when you get feedback. So um we're going to use the star rubrics going to be shared with students. I would like them to have them on the desk, you know, just so every time you're doing writing, you know what's needed. Um, holding students, teachers, administrators, and the CNI team accountable. We really want that immediate feedback to students. Um, the teachers will bring writing samples to PLC. As I stated, um, we're going to support, we're going to have support for students, teachers, and administrators through professional development, many professional developments, many lessons for students, modeling. Um, that's for English class. Okay. For all other classes, we want them to complete at least one writing

166activity weekly. It could be an exit ticket. can be just a short constructive response just answering the question but >> you're talking about maybe in math in history and so that everybody >> Yes, >> rightize in every subject >> right so I'm writing I write whatever the teacher wants so your peer is gonna grade it so that's what we want just peer >> and all the teachers are on Yeah. Um, and then we want them to practice capitalization, ending punctuation, writing in complete sentences, um, and just again that feedback. >> Well, let me ask you a question. In a sense, the Chromebook is an injustice. >> Oh, no. >> I wouldn't say that. I I >> Well, because it would you say it would capitalize for them. It would take the punctuation. So >> yeah,

167I just heard it from >> Well, you can do spell check. >> Yeah. So in a sense, the technology is supposed to help us kind of backfire on >> this challenge >> because now that you're going to paper, that was the old fashioned way. >> Well, AI does something to fix it for you. >> When you do that, it's not going to know to capitalize when you haven't even put your periods or anything. They're not gonna know when the >> help me so much. >> There is no capitalization where if they do oh you know what is it the review part >> but that's where AI comes along too. You go and you put everything in writing and then when you go pull it up it sounds more professional everything. >> So they have those

168resources but then also the test. We've got to give them experiences without those kind. Yeah, because you can score if you've got for the most part your capitalism, you can score too sometimes. That's what we would tell those low performing. Just do your capitalism, do your grammar, you can get it, too. grab water. You're not gonna get so our key strategic actions for this year and just targeted effectiveness, you know, intentional scheduling of literacy block at the elementaryaries. Um targeted coaching of teachers identified through data deep dives, uh professional development based on specific identified needs. Um I am sending a survey out to all the teachers. um just where do they need help and and then we'll we'll take the we'll pick professional developments for them here or uh through the service center. >> So

169as far as your elementary um how many are what do they call that or they just teach a specific subject? Third >> departmentalized third >> third through >> there's two subjects I mean you somebody >> I know but I think that in itself which I loved I loved it but some principles did not like it because >> the the other ones were not doing it language arts and reading they were doing the writing part math and science were not doing the writing part because hey I got to focus on the math teach and all that stuff. So to me I think that they that math and science they need that help to where you are going to do the writing part also you know because so every training Wednesday we're going to have give all

170the teachers time to generate those first four weeks of writing like math all the non >> um so will they have the specific lessons their students so that they can not just making stuff up as >> No, that >> and then um we're also part >> the Texas instructional leadership support from the service center um to develop and implement a professional learning plan. So um that is offered through the service center. Uh we received a grant. Um so we're using Mo Casey for the Blue Bonnet high quality instructional materials for math. Um we're just we had it for the elementary, now we're going to have it for uh the middle school. Well, it's gonna go up to >> Well, you know how it goes up to algebra one, but I mean the high school, >>

171but they're all vertically aligned because I know like the other school district, you know, somebody was using Gretton Burger Gretchenborn others were using with the other ones she's the guru also >> reading but she incorporated a writing so you know >> there it was not vertically aligned to where you know and the vertical team that went you know from Rocket to you know Martin to Moody they were doing something different but the vertical team that went from Carol did something else. So >> I need that alignment. >> We're lucky. I mean our our math is aligning >> and readiness as well. Yes. I mean we're strong English one, English two. Um, and one thing we did implement this year at the junior high is um, you're not going to have a two teachers teaching sixth

172grade English, two teachers teaching seventh grade, two teachers teaching eighth grade. So that it's better to collaborate as a team, then you're on an island on your own and don't have anybody to um, you know, share your ideas with. >> What do you mean by that? You're not going to have two teachers? >> No, we are going to have two teachers. I mean, we've only had like one teacher teaching sixth grade, one teacher teaching seventh grade, one teacher teaching eighth grade. So, now you're going to have like sixth and seventh. Or our eighth grade uh English teacher is going to have eighth grade and sixth grade. So, we're doing that this year. >> I think that would help a lot with the vertical alignment. >> Yes. So um and then targeted tutoring based on data

173to align with HQIM for our special population and at risk support. Um we're going to implement strategic plan to address learning loss trends. So like our you know fifth graders that are kind of low at math. We're going to have a plan. How are we going to support them to um get up to this level? um and engaged in focused instructional walks during intervention time. So making sure that um all campuses are uh utilizing the intervention time and actually so um >> yeah all these pages are >> I mean it's just five years of data that that you have for every single grade. Um, so it sent her I sent her the link. >> Sorry, she had gonna ask this next morning because we already got it. >> And I did. I was going to

174talk to her this morning and said, >> "Oh, you're gonna miss it." >> I did. She's um we're talking about paying a whole lot today. We're talking about star. Well, that's why you have an audience. >> Yeah, I know. I know. >> I think I think that's going to work. >> I'm sorry. That's a lot of questions. >> That's what they're for. and um you know the CNI team we're going to be in in classes um at every single campus. >> So >> well I do have a question. So, in y'all's opinion, uh, since we we are we getting a letter grade this year? >> That hasn't been out. >> August 14th is when we >> But you pretty much know. So, let us know what what it what in your opinion >> the elementary.

175>> Oh, I know in my head, but 74 is what it is all together. No, I'm talking about just tell me for W and J I mean the junior high and high school. >> Hold on. >> More update on this road. It still opens. >> Yeah, it should be ready by the time >> so that will be included in the August 18th test once we do get the final. >> Do you have it? >> I don't know. I just want to know she tells them she can tell this too, but I mean >> I thought they were trying to do >> well. You're right. They're in the special session right now. >> Jim, do you want me to talk about that? >> Yes. >> So, Democrats broke quorum today in the House. Yes, >> primarily

176if not exclusively for the redistricting maps. >> And there was supposed to be a hearing uh this week on House Bill 8, which is the bill to replace STAR. And this is infinitely confusing because there's no quorum in the House. So they're they're not having meetings and so those hearings on the replacement of the star are indefinitely suspended because they're they don't have a quorum. >> Then what you might hear later in the week is the Senate is having a hearing on Senate Bill 8, which is the replacement of the Star Bill. But in large part, I think it's just preuncter because they're just trying to say, "We took care of business while the house was messed up." And I there's a chance that they could get the maps resolved andor it just all implodes.

177A governor calls them back in >> and they get they get this Senate Bill 8 or House Bill 8 passed. let's say in the next 90 days. But I asked a question this afternoon. The consensus was even if that happens, there's no way that they implement that for the 2526 school year. >> Okay. >> Wow. Yeah. >> Do you have any other thoughts about our pres the star or any other comments about accountability restor? >> Do I? >> Yeah, just on our presentation. >> Oh, I got you back. No, it was great. I I mean that uh was a perfect example of in my opinion what a strategic roundt is supposed to look like because we're going to take some intentional time away from the regular board meeting and we're going to kind of get

178in the weeds for a little bit to help the trustees understand all the dynamics that are occurring. And I think that presentation was great. I I uh again I have no fear of missing out on being a superintendent but I think you nailed it for a a roundt for your priority one >> and I want to say I did learn a lot Wanda. >> Thank you. Thank you for that. >> And that's what it's all about. It's not that we're going to become experts on it, but it opens up a lot of, oh, that, you know, that's why, you know, and it's just to me, it's just it's not an abundance of of information, but it's just the right amount of information to where we can make reason, understand it. >> That's the goal. That's

179well stated. >> Thank you. I always appreciate everyone's time. Thank you. Thank you. >> And um we will I guess >> Oh, Mr. Adel is gone, right? >> Miss Val, you didn't have any other questions, did you? >> No, ma'am, I didn't. >> Okay. All right. The time is 8:22 and this meeting is adjourned. Thank you, Dr. Gibson. >> Thank you, sir.